UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Kasey Gilbert Date of Lesson: 2008
Grade Level: 9-12 Topic: Justice
Objectives
Student will understand that the Holocaust was a chaotic and disturbing time in world history.
Student will know important events and people: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler, Operation Barbarossa, Judenrat, Babi Yar, Wansee Conference, Dr. Mengele, D-Day.
Student will be able to do Reflect on the dark nature of the Holocaust in order to realize its lasting effects.
Maine Learning Results Alignment
Maine Learning Results: Social Studies- E. History
E1 Historical Knowledge, concepts, themes and patterns
Grade 9- Diploma "World War II and Postwar United States1939-1961
Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals and institutions in the world.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. Rationale: This lesson adheres to the Maine Learning Results standard because students will be using their knowledge of major themes, turning points, events, and people during the Holocaust to create an argument for justice for the survivors and victims.
Assessment Formative (Assessment for Learning)
This lesson gives the students an opportunity to apply what they know about the Holocaust to create an educated piece (in the form of an article, or digital presentation) that argues for justice for Holocaust victims and survivors. Students will be working in small groups to brainstorm ideas for their individual arguments, and as a means to foster creativity. Students will also take part in a review of the material covered during the unit. Summative (Assessment of Learning)
Students will be given time to revise and refine their ideas after discussing them with their peers. Students will also be given feedback from the instructor after they have uploaded their rough drafts to the class wiki. Finally, all work will be evaluated by the instructor with any points going towards participation grades.
Groupings
Students will be put into groups of 4 according to seasonal groups. Each students will get a Sequence Chart graphic organizer to write down ideas. There will be no real roles in these groups, as it is mainly for discussion. However, the team will have to pick one member to be their spokesperson for when the class discusses some of the ideas they have come up with. Teams will then follow the Team Pair Solo method. The group will break into two pairs and students will discuss more of their ideas. The student that they are working with during this time will be viewing their final piece and commenting on it. Students will work with their partner again (after a small class discussion) while each student begins to draft an outline for their article or presentation. This will create a small support system for each student and encourage them to feed off of each other’s ideas and creativity.
Differentiated Instruction
Strategies
Linguistic/Auditory: Students will be able to listen to a podcast during their research.
Interpersonal/Bodily-Kinesthetic: Students will be working in groups.
Intrapersonal/Bodily-Kinesthetic/Naturalistic (if filmed outside): Students have the choice to create a visual presentation.
Spatial: Students will have use a sequence chart to organize thoughts.
Logical: Students have the choice of using iMovie or PowerPoint and will be playing a strategic game.
Modifications/Accommodations
( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) Students who are absent will be responsible for going to see the instructor for any materials needed for the activity. They will also be given a chance to join a group to work with. They will be given one extra day to work on their article or presentation. Extensions
All students will be challenged because they will be picking the events they know most about to form their argument. Every student’s skill level will be kept in mind while their article or presentation is being evaluated. Also, students will be using technology that fits their skill levels while acting as an equalizer. Students will also be playing a game that connects them to genocide that is still taking place. Students will also be creating a PowerPoint or iMovie presentation.
Materials, Resources and Technology
Sequence Charts
Laptops
Overhead and white screen
Pencils
Paper
Reference books
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: Students will be able to move around the classroom, work with other students, as well as on their own. Concepts will be shown both visually and on paper. Students will able to ask questions of themselves, their peers and instructor. They are also given opportunities to revise their work. Eight of the intelligences are incorporated into this lesson. This ensures that a majority of the students in the classroom
will be able to contribute to discussions, and express their understandings in the way they feel most confident and comfortable with.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: Students will be using the material they have already learned to further their understandings of the subject by applying the material and creating an educated argument that they can back with facts. Through this lesson, students will be given a chance to apply what they know what they know.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: The instructor will be using the internet, visuals in a review game, group work, and individual work to instruct students and enhance learning for those with different intelligences. They will also be playing a strategic game.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson will include a multitude of informal assessments. First, students will be asked what they think about the review game. Then, they will be evaluated on the quality of their group discussions and the ideas that they share with the class. Finally, student’s articles or visual presentations will be evaluated by the instructor and reviewed by at least one peer.
Teaching and Learning Sequence:
Students will enter the classroom to see the agenda on the board, which will read as follows: Review Game, Team discussions, Class discussions, Game!. After reading the agenda, students will have time to ask the instructor any clarifying questions about this lesson, the previous lesson, homework, or documentary project. The instructor will then remind the students about the Unit Test that will take place during the next lesson. Study guides are available if students choose to use them, but students will also be urged to take another look at any notes they have taken, the class made glossary on the Wiki, the class made timeline on the Wiki, as well as any other handouts. (10 Minutes) Equip, What, Why, Where
Students will then be introduced to the review game that they will be playing in preparation for the unit test. They will be told to take out a sheet of paper to write the answers on. Game rules will then be announced (students will not be in teams). The game will begin and students will record their answers. Students will be able to answer the question out load by raising their hand, ten seconds after the slide is shown. (10 Minutes) Hook, Tailor: Auditory, Linguistic, Visual
The instructor will take a few moments to introduce the day’s activity to the students. Students will then break into their winter groups of four. Each student will be given a Sequence Chart graphic organizer. Students will then be asked to brainstorm ideas for their arguments. Each will group will pick a spokesperson to share the group’s ideas during a class discussion. After group discussions the group will divide into two pairs and students will talk more in depth about their ideas. Then the class will come back together to discuss some of the ideas that they have come up with. The instructor will write or type these ideas using the overhead. Then, students will be given time to begin working on their outlines. They will either create an article to put on Blogger.com, or create a visual presentation to post to the class Wiki. These pieces will be each students attempt to call for justice for Holocaust victims and survivors, using the events, people, places, and ideas that they have learned about the Holocaust. Reference books will be available, as well as the class glossary, timeline and Webquest resources page. Students may work outside. (40 Minutes) What, Where, Explore, Experience, Evaluate, Tailor: Linguistic, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Naturalistic
Students will told when their article or presentation is due and that they can work on them for homework. Students will then be told to take out their laptops. They will told about the activity and will be able to work in groups of two if they choose. They will then log onto http://www.darfurisdying.com/ to play a game that educates them about the situations and genocide taking place in Darfur. Students will pick an avatar to represent them and they will have to forge for water and food for the refugee camp they are in and hide from their killers. In the online refugee camp they will be able to read quotes from actual victims. After playing for a while, students will be given a list of activists websites they can visit and learn more about. (20 Minutes) Explore, Experience, Tailor: Intrapersonal, Interpersonal, Logical, Visual
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Kasey Gilbert Date of Lesson: 2008
Grade Level: 9-12 Topic: Justice
Objectives
Student will understand that the Holocaust was a chaotic and disturbing time in world history.
Student will know important events and people: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler, Operation Barbarossa, Judenrat, Babi Yar, Wansee Conference, Dr. Mengele, D-Day.
Student will be able to do Reflect on the dark nature of the Holocaust in order to realize its lasting effects.
Maine Learning Results Alignment
Maine Learning Results: Social Studies- E. History
E1 Historical Knowledge, concepts, themes and patterns
Grade 9- Diploma "World War II and Postwar United States1939-1961
Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals and institutions in the world.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Rationale: This lesson adheres to the Maine Learning Results standard because students will be using their knowledge of major themes, turning points, events, and people during the Holocaust to create an argument for justice for the survivors and victims.
Assessment
Formative (Assessment for Learning)
This lesson gives the students an opportunity to apply what they know about the Holocaust to create an educated piece (in the form of an article, or digital presentation) that argues for justice for Holocaust victims and survivors. Students will be working in small groups to brainstorm ideas for their individual arguments, and as a means to foster creativity. Students will also take part in a review of the material covered during the unit.
Summative (Assessment of Learning)
Students will be given time to revise and refine their ideas after discussing them with their peers. Students will also be given feedback from the instructor after they have uploaded their rough drafts to the class wiki. Finally, all work will be evaluated by the instructor with any points going towards participation grades.
Integration
Language Arts- Students will be writing outlines and/or scripts for their presentations.
Technology- Students will be using the internet, iMoive, PowerPoint to create their presentations.
Current Events- Students will be encouraged to visit activist websites: http://www.savedarfur.org/content?splash=yes
http://www.ushmm.org/conscience/
http://www.ushmm.org/education/forstudents/activities/
Groupings
Students will be put into groups of 4 according to seasonal groups. Each students will get a Sequence Chart graphic organizer to write down ideas. There will be no real roles in these groups, as it is mainly for discussion. However, the team will have to pick one member to be their spokesperson for when the class discusses some of the ideas they have come up with. Teams will then follow the Team Pair Solo method. The group will break into two pairs and students will discuss more of their ideas. The student that they are working with during this time will be viewing their final piece and commenting on it. Students will work with their partner again (after a small class discussion) while each student begins to draft an outline for their article or presentation. This will create a small support system for each student and encourage them to feed off of each other’s ideas and creativity.
Differentiated Instruction
Strategies
Linguistic/Auditory: Students will be able to listen to a podcast during their research.
Interpersonal/Bodily-Kinesthetic: Students will be working in groups.
Intrapersonal/Bodily-Kinesthetic/Naturalistic (if filmed outside): Students have the choice to create a visual presentation.
Spatial: Students will have use a sequence chart to organize thoughts.
Logical: Students have the choice of using iMovie or PowerPoint and will be playing a strategic game.
Modifications/Accommodations
( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) Students who are absent will be responsible for going to see the instructor for any materials needed for the activity. They will also be given a chance to join a group to work with. They will be given one extra day to work on their article or presentation.
Extensions
All students will be challenged because they will be picking the events they know most about to form their argument. Every student’s skill level will be kept in mind while their article or presentation is being evaluated. Also, students will be using technology that fits their skill levels while acting as an equalizer. Students will also be playing a game that connects them to genocide that is still taking place. Students will also be creating a PowerPoint or iMovie presentation.
Materials, Resources and Technology
Sequence Charts
Laptops
Overhead and white screen
Pencils
Paper
Reference books
Source for Lesson Plan and Research
http://www.darfurisdying.com/
This lesson was designed by me.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: Students will be able to move around the classroom, work with other students, as well as on their own. Concepts will be shown both visually and on paper. Students will able to ask questions of themselves, their peers and instructor. They are also given opportunities to revise their work. Eight of the intelligences are incorporated into this lesson. This ensures that a majority of the students in the classroom
will be able to contribute to discussions, and express their understandings in the way they feel most confident and comfortable with.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: Students will be using the material they have already learned to further their understandings of the subject by applying the material and creating an educated argument that they can back with facts. Through this lesson, students will be given a chance to apply what they know what they know.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: The instructor will be using the internet, visuals in a review game, group work, and individual work to instruct students and enhance learning for those with different intelligences. They will also be playing a strategic game.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson will include a multitude of informal assessments. First, students will be asked what they think about the review game. Then, they will be evaluated on the quality of their group discussions and the ideas that they share with the class. Finally, student’s articles or visual presentations will be evaluated by the instructor and reviewed by at least one peer.
Teaching and Learning Sequence:
Students will enter the classroom to see the agenda on the board, which will read as follows: Review Game, Team discussions, Class discussions, Game!. After reading the agenda, students will have time to ask the instructor any clarifying questions about this lesson, the previous lesson, homework, or documentary project. The instructor will then remind the students about the Unit Test that will take place during the next lesson. Study guides are available if students choose to use them, but students will also be urged to take another look at any notes they have taken, the class made glossary on the Wiki, the class made timeline on the Wiki, as well as any other handouts.
(10 Minutes) Equip, What, Why, Where
Students will then be introduced to the review game that they will be playing in preparation for the unit test. They will be told to take out a sheet of paper to write the answers on. Game rules will then be announced (students will not be in teams). The game will begin and students will record their answers. Students will be able to answer the question out load by raising their hand, ten seconds after the slide is shown. (10 Minutes) Hook, Tailor: Auditory, Linguistic, Visual
The instructor will take a few moments to introduce the day’s activity to the students. Students will then break into their winter groups of four. Each student will be given a Sequence Chart graphic organizer. Students will then be asked to brainstorm ideas for their arguments. Each will group will pick a spokesperson to share the group’s ideas during a class discussion. After group discussions the group will divide into two pairs and students will talk more in depth about their ideas. Then the class will come back together to discuss some of the ideas that they have come up with. The instructor will write or type these ideas using the overhead. Then, students will be given time to begin working on their outlines. They will either create an article to put on Blogger.com, or create a visual presentation to post to the class Wiki. These pieces will be each students attempt to call for justice for Holocaust victims and survivors, using the events, people, places, and ideas that they have learned about the Holocaust. Reference books will be available, as well as the class glossary, timeline and Webquest resources page. Students may work outside.
(40 Minutes) What, Where, Explore, Experience, Evaluate, Tailor: Linguistic, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Naturalistic
Students will told when their article or presentation is due and that they can work on them for homework. Students will then be told to take out their laptops. They will told about the activity and will be able to work in groups of two if they choose. They will then log onto http://www.darfurisdying.com/ to play a game that educates them about the situations and genocide taking place in Darfur. Students will pick an avatar to represent them and they will have to forge for water and food for the refugee camp they are in and hide from their killers. In the online refugee camp they will be able to read quotes from actual victims. After playing for a while, students will be given a list of activists websites they can visit and learn more about.
(20 Minutes) Explore, Experience, Tailor: Intrapersonal, Interpersonal, Logical, Visual